Whole school values and the socially transformative potential of philosophy education

Keddie, Amanda 2011, Whole school values and the socially transformative potential of philosophy education, Pedagogies: an international journal, vol. 6, no. 4, pp. 296-311, doi: 10.1080/1554480X.2011.595540.

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Title Whole school values and the socially transformative potential of philosophy education
Author(s) Keddie, AmandaORCID iD for Keddie, Amanda orcid.org/0000-0001-6111-0615
Journal name Pedagogies: an international journal
Volume number 6
Issue number 4
Start page 296
End page 311
Total pages 16
Publisher Taylor & Francis
Place of publication Abingdon, Eng.
Publication date 2011
ISSN 1554-480X
Keyword(s) philosophy education
whole school values
social outcomes
Summary The socially transformative potential of philosophy education (PhE) to support a broadening of students' horizons and a fostering of their ability to deal with difference and diversity is the focus of this article. This article explores this potential through its examination of whole school values and PhE at one primary school in Queensland, Australia. The central argument is that the school's prioritizing of social outcomes within its values framework can be supported by PhE at the classroom level. In making this case, this article draws on interview data from the school principal (“Ms A”), the school's Philosophy Mentor and Grade Four teacher (“Ms B”) and a Year 4 PhE student (“Jacob”). Given the transformative role schools are expected to play in the teaching of values, the centrality of school and teacher values in shaping student learning and the potential of PhE to enhance the social outcomes of schooling, this article provides a warrant for further interrogation of the agenda and values transmitted through this curriculum area.
Language eng
DOI 10.1080/1554480X.2011.595540
Field of Research 130302 Comparative and Cross-Cultural Education
1302 Curriculum And Pedagogy
Socio Economic Objective 930201 Pedagogy
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2011, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30087472

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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